1. Differentiated Instruction in Chinese Classroom By Wenjie Zhang SAINT PATRICK HIGH SCHOOL

2. Differentiated Instruction 孔子 – 因材施教

3. Why differentiate? What is differentiated instruction? Students are more diverse than ever- culturally, emotionally, economically, physically, and intellectually. Differentiation refers to a wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse group of students, with diverse learning needs, in the same course, classroom, or learning environment.

4. Differentiate What? Content – What to teach Process – How to teach Product – How to assess

5. SAINT PATRICK HIGH SCHOOL A Brief Introduction The oldest catholic high school in Chicago. The first catholic school in Chicago to implement the iPad program 2012 Start with Freshmen, 2013 Expend to the whole school Ethnic diversity: 60% white, 30% Hispanic, 10% Other Chinese Levels : I, II, III and IV (III and IV were combined for 3 years) Grade Levels : Chinese I – most are Freshmen, a few Sophomores or Juniors International exchange students 18 out of the total 24 are native Chinese speakers Special-need students : students with IEP

6. Chinese Level III and IV mixed class Dynamic classroom: sometimes separated with different textbooks, assignments and assessments, switching instructions between levels. Integrated classroom: sometimes combined for certain topics and cultural studies - Level IV students lead the class: topic presentation, Daily sentences, Chinese prayers; help and check Level III students’ work. - Role play ： read vs. by memory - Textbook assignments: Reading comprehension vs. Reading Challenge, Writing/Grammar Exercises vs. Composition - Easy vs. difficult questions Differentiated Instruction

7. Local students and native Chinese students mixed class Multi-lingual classroom: native English, Spanish, Polish and Chinese speakers (certified ESL and Chinese teacher) Local students and native Chinese students help each other -Assign Study Buddy to help each other: learn Chinese vs. English; Role play: Local students use Chinese, Chinese students use English - “I want to teach English in China in the future.” (a local student) - “I enjoy helping American students with their Chinese and making more friends.” (a native Chinese student) Native Chinese students are the teaching assistants -Lead activities: Daily sentences, Chinese prayers -Tutor and help local students -Organize Open House and Chinese Club activities Differentiated Instruction

8. Have Fun with Chinese! Demo 1: Freshman Greeting (by Chinese student in English) Demo 2: Freshman Greeting (by local student in Chinese) Demo 3: Open House Differentiated Instruction

9. Q & A Thank you